Essential Skills and Attributes for MSLP Students

The Master of Speech-Language Pathology (MSLP) program at the University of Saskatchewan prepares students for entry-to-practice as Speech-Language Pathologists. The program supports the development of competencies aligned with national standards and the practice context of Saskatchewan. This document describes the essential skills and attributes that students are expected to develop as they progress through the program and work toward entry-to-practice competencies specified in the Canadian Assessment of Clinical Competence (ACC-SLP). Admission to the program does not imply that all these skills are already fully developed. Rather, students are invited to reflect on this document and to engage in supported opportunities to develop these skills throughout the program.  

The essential skills and attributes outlined below describe the functional requirements of learning and professional practice in speech-language pathology. Many skills may be developed over time and/or demonstrated with reasonable accommodations, adaptive strategies or assistive technologies. Learning is supported through instruction, clinical placements, assignments, readings, discussion, feedback, and access to accommodations, recognizing that students develop competencies in varied ways and at different paces. The purpose of this document is to promote transparency, informed self-reflection, and proactive planning. 

The University of Saskatchewan is committed to supporting students with diverse learning needs. Students are encouraged to request accommodations as early as possible. Students are responsible for reviewing and following relevant policies and procedures related to accommodations through the University of Saskatchewan, the College of Graduate and Postdoctoral Studies, and the School of Rehabilitation Science.  

Communication Skills 

Students are expected to demonstrate strong spoken and written communication skills in English. Students will work toward explaining complex concepts in clear, concise, accessible language and producing written documentation that meets academic and professional expectations. Students are encouraged to develop active listening skills and to communicate with empathy, respect, and cultural humility in diverse contexts. Students will work on adjusting their communication style based on the audience and setting (e.g., clients, families, peers, instructors, and other professionals).  

Professional and Ethical Conduct 

Students are expected to engage in professional and ethical conduct that prioritizes integrity, responsibility and respect in academic and clinical settings. This includes acting in accordance with ethical standards, maintaining confidentiality, and respecting professional boundaries. Students are expected to approach all interactions with professionalism, compassion and humility, showing empathy and emotional awareness.  When navigating complex, uncertain or emotionally challenging situations, students are encouraged to seek guidance or support as appropriate. Professional and ethical conduct is understood as a supported practice that contributes to safer learning environments, trustworthy professional relationships, and high-quality client care.  

Interpersonal and Collaborative Skills 

Students are encouraged to develop collaborative skills and participate in respectful relationships, teamwork, and shared learning experiences with peers, clients, families and other professionals. This includes participation in interdisciplinary learning environments, such as working with occupational therapy and physiotherapy students, and contributing to inclusive team environments. Students are encouraged to learn to develop an openness to alternative perspectives, and willingness to listen to and learn from others, including receiving and responding to feedback.  

Cognitive and Critical Thinking Skills 

Students will progressively develop their cognitive, critical thinking, and problem-solving skills that support academic learning and clinical practice. This includes learning and applying foundational knowledge in speech, language and communication sciences. Students will analyse complex clinical problems using theoretical knowledge and evidence-informed reasoning, recognizing that different clients may value different approaches. Students will apply classroom learning in clinical settings, identify gaps in their understanding and seek out research, resources, or mentorship, including peer mentorship as needed. Students will critically evaluate research methodologies and findings and consider how they apply to professional practice. 

Auditory and Language Processing Skills 

Students will work toward developing skills related to the perception, analysis, and interpretation of speech and language across diverse speakers and contexts. This includes learning to attend to, discriminate, and identify speech sounds; analyze spoken language across a range of linguistic, cultural and contextual variations; and integrate auditory, linguistic and cognitive information. These skills support phonetic transcription, assessment, clinical reasoning, and intervention planning in speech-language pathology practice. 

Physical Participation 

The MSLP program involves active participation in classrooms, laboratories, clinical placements and community-based learning environments. The physical activities described below represent common functional tasks associated with learning and professional practice. Many of these tasks can be completed with reasonable accommodations or adaptive strategies to support safe, effective, and inclusive participation. Examples of physical participation may include, but are not limited to, working in close physical proximity to clients; conducting oral examinations or speech interventions (with appropriate client consent); assisting with feeding during swallowing assessments; participating in laboratory learning activities such as anatomy labs; using augmentative and alternative communication (AAC) systems; participating in endoscopy; participating in audiometric testing, and voice lab experiences. 

Organizational and Time-Management Skills 

Students are expected to develop organizational and time management skills that support academic learning and professional practice, including prioritizing tasks, maintaining accurate documentation, meeting deadlines, and adapting to dynamic learning and clinical environments. This includes attending and participating in classes and clinical placements, arriving on time, and coming prepared for learning and clinical experiences.  

Self-reflection and Learning 

Students are encouraged to engage in reflective learning about how culture, identity, lived experience and structural conditions influence communication and professional practice. This includes developing informed, respectful approaches to working with First Nations, Inuit and Métis peoples as distinct communities with unique histories, strengths, and ways of knowing, as well as with other diverse populations, including rural, northern, multilingual, and culturally diverse communities.  

Reflection in the MSLP program is understood as an ongoing and non-linear process. Students are invited to engage in ongoing self-reflection related to colonial and post-colonial impacts on communication, health, and education systems, including consideration of their own positionality, power and professional role. Students will examine their own assumptions and biases and explore ways to support culturally safer, respectful and ethical practice.  

Students are encouraged to reflect on their academic and clinical performance throughout the duration of the program. They will learn to identify their strengths and areas for development, seek and respond constructively to feedback, and set meaningful goals to support their ongoing learning. 

Emotional Health and Professional Resilience 

Students may encounter emotionally challenging situations during the program, such as disability, socioeconomic issues, trauma, grief, identity exploration, systemic barriers to care, and communication breakdowns. The MSLP program recognizes that students may enter the program while navigating existing life stressors or crises.  

Professional resilience is understood as a collective and supported process, rather than an expectation of an individual endurance. Students are encouraged to access available supports, including academic advisors, clinical educators, student wellness services, and other institutional or community resources. Students are encouraged to work toward developing emotional awareness, healthy coping strategies, and seeking support as needed. 

Note: In addition to obtaining the Master’s degree in Speech-Language Pathology, graduates must pass the Canadian Speech-Language Pathology Entry-to-Practice Exam (CETP) to obtain registration/licensure as a Speech-Language Pathologist in most jurisdictions in Canada.